%{search_type} search results

• Section I. Introduction
• Chapter 1. Leadership: What makes a great leader: What is leadership?
• Section II. Global APN Nursing Leadership
• Chapter 2. Perspectives from the ICN- on INPANP Network
• Chapter 3. Nursing NOW
• Chapter 4. Future of Nursing: Campaign for Action
• Chapter 5. Sigma's contribution to global APN leadership
• Section III. Case studies in APN Leadership at the regional Level
• Chapter 6. Latin America and the Caribbean
• Chapter 7. Middle East
• Chapter 8. Africa
• Chapter 9. Asia
• Chapter 10. New Zealand
• Chapter 11. Canada
• Chapter 12. Europe/UK
• Chapter 13. US
• Section IV. Academic Leadership
• Chapter 14. Maintaining standards as the role is defined
• Chapter 15. Paving the way as Academic Leaders
• Chapter 16. Moving the APN concept forward through education and curricular leadership
• Chapter 17. Developing NP Education in Africa
• Section V. Clinical Leadership
• Chapter 18. Creating strong clinical networks
• Chapter 19. Clinical Leadership
• Chapter 20. Joy in Work/self care/resilience, clinician well being
• Section VI. Leadership Development
• Chapter 21. Building a legacy of leadership through coaching and mentorship
• Chapter 22. Collaborative Leadership by consensus building with stakeholders within and outside of nursing
• Chapter 23. Leadership using entrepreneurship, financial management and business acumen
• Chapter 24. Advocacy for nursing and for patient
• Chapter 25. NGOs and Global Leadership Development .

This book is distinctive in its focus on Advanced Practice Nursing leadership globally. It has a unique structure, first highlighting global APN leadership and then including case studies on leadership from various regions around the world. This beneficial and practical book has a specific emphasis on academic, clinical and policy leadership and is relevant for all readers. Finally, a section on leadership development focuses on coaching and mentoring, business acumen, collaboration and patient advocacy provides an important contribution. Authors are distinguished APN leaders from around the world along with junior authors who are emerging leaders being mentored by these leaders. This book will appeal to APN clinicians, students and emerging leaders who want to bring important global lessons to their work. The book will become an indispensable part of the libraries of all APN leaders at all stages in their development worldwide.

• Please see the TOC in the attachment.
• (source: Nielsen Book Data)

This book is distinctive in its focus on Advanced Practice Nursing leadership globally. It has a unique structure, first highlighting global APN leadership and then including case studies on leadership from various regions around the world. This beneficial and practical book has a specific emphasis on academic, clinical and policy leadership and is relevant for all readers. Finally, a section on leadership development focuses on coaching and mentoring, business acumen, collaboration and patient advocacy provides an important contribution. Authors are distinguished APN leaders from around the world along with junior authors who are emerging leaders being mentored by these leaders. This book will appeal to APN clinicians, students and emerging leaders who want to bring important global lessons to their work. The book will become an indispensable part of the libraries of all APN leaders at all stages in their development worldwide.
(source: Nielsen Book Data)

• Preface
• Part 1: Understanding and Applying Turbulence Theory
• Chapter 1: Orienting yourself for the journey into a turbulent educational landscape
• Chapter 2: Examining Turbulence Theory
• Chapter 3: Applying Turbulence Theory to respond effectively to critical incidents.
• Part 2: Putting Turbulence Theory to Work: The Cases
• Chapter 4: Central Office Administrators: Encouraging Local Initiative versus Control
• Chapter 5: Principals: Democratic Ethical Leadership versus Behaviors of Conventional School Leaders
• Chapter 6: Teachers: Individual Agency versus Conformity
• Chapter 7: Students: Equity versus a Narrow Equality
• Chapter 8: Families and Communities: Citizenship versus Consumerism
• Part 3: Conclusion
• Chapter 9: Next Steps in Our Journey of Understanding and Applying Turbulence Theory
• About the Contributors
• Index.
• (source: Nielsen Book Data)

In our increasingly complex world, the turbulent forces affecting educators have become vastly more dynamic, creating complex challenges but, perhaps paradoxically, also unique opportunities. Reframing how to understand the drivers of turbulence, Applying Turbulence Theory to Educational Leadership in Challenging Times provides aspiring and practicing educational leaders with the theory and tools for understanding Turbulence Theory and its application to school contexts. Renowned author Steven Jay Gross explores how you can apply turbulence theory to respond to critical incidents, as well as how to address the tensions across various stakeholders, including the central office, principals, teachers, students, families, and communities. With over 20 innovative, case-based examples and discussion questions, this book explores how turbulence can be leveraged or minimized to increase creative opportunity and address dilemmas in schools.
(source: Nielsen Book Data)

• Foreword- The Honorable James E. Doyle, Governor of Wisconsin (2003-2011) Preface: What I can offer you in your quest to be an Educational Leader! Introduction
• Chapter 1: Do I have the Pedigree to Lead?
• Chapter 2: Everything Starts with Culture
• Chapter 3: POCDICE: The Processes of Educational Leadership
• Part 2: Leadership at the Building Level
• Chapter 4: The Principalship: Instructional Leader or Manager?
• Chapter 5: Hiring Great People: From Recruitment to Induction
• Chapter 6: Selecting and Developing Assistant Principals
• Chapter 7: Teacher Evaluation: A Reflective Look at Current Practice
• Chapter 8: The Importance of Support Staff, Visibility, and Supervision in a Building.
• Chapter 9: Decision Making -When the Tough Ones Come Your Way!
• Part 3: The Superintendency, Board of Education and Life Balance:
• Chapter 10: The Superintendency-Cannot do it alone!
• Chapter 11: The Board of Education and Superintendent: Roles and Relationships!
• Chapter 12: Life Balance Bibliography About the Author.
• (source: Nielsen Book Data)

This book is a must read for anyone who has a passion for leadership. Fitzpatrick's style and story presentation could be a blueprint for any leader in any profession. His insights into building a culture of leaders, through mentoring and distributing responsibility in growing the capacity of an organization while celebrating and affirming people are the tenants of his approach to authentic accountability, where people when feeling valued become invested and perform at a high level! In the book Fitzpatrick shares the POCDICE theory, the seven key processes of Leadership that every aspiring and seasoned leaders must become good at, while never becoming complacent in improving in their roles. They are: planning, organization, communication, decision-making, influence, coordination, and evaluation. School Leadership and Governance in American schools is at a crossroads. Fewer candidates are entering this noble and honorable profession. We need great leaders for our schools and districts to flourish. This book is designed to inspire candidates to consider school and district leadership while giving insight into school governance from the principalship, superintendency, and Board of Education levels.
(source: Nielsen Book Data)

• Section 1. The portfolio management model: The end of the one best system
• The design of educational systems
• System transformation in three cities with Danica Robinson Brown and Laura Steen Mulfinger
• Section 2. Five mechanisms for change: Planning and oversight: building system accountability with A. Chris Torres and Sarah M. Woodward
• School choice: expanded options, increased competition with Tasminda K. Dhaliwal and Taylor N. Allbright
• Autonomy: flexibility in response to student needs with Eupha Jeanne Daramola and Laura Steen Mulfinger
• Human capital management: a pipeline of diverse, qualified educators with A. Chris Torres
• School supports: administration, instruction, compliance with Jane Arnold Lincove
• Section 3. Changing systems, common struggles: Does PMM alignment translate to higher school quality? with Tasminda K. Dhaliwal
• Tensions, trade-offs, and limitations in the portfolio management model

In Challenging the One Best System, a team of leading education scholars offers a rich comparative analysis of the set of urban education governance reforms collectively known as the 'portfolio management model.' They investigate the degree to which this model-a system of schools operating under different types of governance and with different degrees of autonomy-challenges the standard structure of district governance famously characterized by David Tyack as 'the one best system.' The authors examine the design and enactment of the portfolio management model in three major cities: New Orleans, Los Angeles, and Denver. They identify the five interlocking mechanisms at the core of the model-planning and oversight, choice, autonomy, human capital, and school supports-and show how these are implemented differently in each city. Using rich qualitative data from extensive interviews, the authors trace the internal tensions and tradeoffs that characterize these systems and highlight the influence of historical and contextual factors as well. Most importantly, they question whether the portfolio management model represents a fundamental restructuring of education governance or more incremental change, and whether it points in the direction of meaningful improvement in school practices. Drawing on a rigorous, multimethod study, Challenging the One Best System represents a significant contribution to our understanding of system-level change in education.
(source: Nielsen Book Data)

• How have "success" and "failure" been defined and applied to schools past and present?
• From where do these ideas of "success" and "failure" come?
• How were these ideas and values transmitted to Americans then and now?
• Who decides (and how) whether schools "succeed" and "fail"?
• What does institutional and individual "success" and "failure" look like in two contemporary schools?
• MetWest High School in Oakland, California
• So what?

Eminent historian and educator Larry Cuban provides a thorough examination of, and challenge to, past and present definitions of what constitutes educational success in the US. Cuban argues that in the history of American education, standards of achievement and inadequacy - as well as the reform efforts issuing from them - have been neither stable nor consistent. Nor are these standards untainted by political considerations. Rather, schools thrive or decline based on a variety of factors, including social and political dynamics, leadership in school districts and communities, and policy improvisations. Chasing Success and Confronting Failure in American Public Schools features profiles of two California high schools, Social Justice Humanitas Academy and MetWest, that are grappling with what it means to be successful (or failing) in the current moment. Each school is expanding conventional views of achievement beyond standard measures, such as test scores, graduation rates, and college admissions. But even as these schools' missions, sense of community, and curricula create an innovative form of success, both remain bound by traditional criteria set forth by district policymakers, practitioners, and parents. Through his exemplary research, Cuban illustrates how school reform is propelled by, and subject to, changing social and political fortunes. He maintains that this understanding offers educators an opportunity to re-envision school performance against an American value system that too often rewards individual merit and competitive capitalism.
(source: Nielsen Book Data)

• Introduction
• 1 Turn Problems of Practice into Research Questions
• 2 Know Where to Find Useful Research Fast
• 3 Determine How Relevant and Convincing the Research Is
• 4 Understand What ESSA Says About Evidence (and What It Leaves Out)
• 5 Build Evidence by Learning from Your Own Data
• 6 Interpret and Share Your Evidence
• 7 Build and Sustain Evidence Use in Your Organization Conclusion Further Readings Notes Acknowledgments About the Authors Index.
• (source: Nielsen Book Data)

Written by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action. In the book, Nora Gordon and Carrie Conaway empower educators to address the federal Every Student Succeeds Act mandate that schools use evidence-based improvement strategies. Recommendations include utilizing existing research; generating evidence on the success of their own improvement efforts; and building an organizational culture of evidence use. The authors walk readers through the processes for determining whether research is relevant and convincing; explain useful statistical concepts; and show how to quickly search for and scan research studies for the necessary information. The book directs readers through case studies of typical scenarios including a superintendent trying to reduce chronic absenteeism; a middle school math department chair trying to improve student performance on exams; and a chief state school officer attempting to recruit teachers for rural schools. Common-Sense Evidence helps education leaders build capacity for evidence-based practice in their schools and districts.
(source: Nielsen Book Data)

• 1. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading2. Faculty Academy: A New Version of an Established Concept of Collaboration3. Reflecting on Growth and Change: The Persistence of the Faculty Academy (2002-2020)4. Involvement in a Professional Community Yields Unexpected Skills: Faculty Academy Members' Stories of Leadership and Learning5. The Mentor-Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading6. Fear, Fellowship, and Finding a Voice: An Autobiographical Narrative of Being and Becoming in an Established Research Community7. Musings on the Sidelines: Leadership and Learning during the Tenure-Track Experience8. Bridging the East and the West: Reflection on Learning, Leading and Life9. Longstanding Lessons of Propriety as a Leader10. Introverts as Leaders: How Involvement in a Professional Learning Community Can Facilitate Development of Skills11. Resiliency and Women: The Journey to Academic STEM Leadership12. Leading from the Shadows: School Librarian Leadership13. Learning through Co-Teaching as Critical Friends14. Learning and Leading as Teacher Researchers15. Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program.-
• 16. teachHOUSTON alumni: Agents of Change in Secondary STEM Education17. Discovering Stories Data Might Be Telling: Collaborative Research as Leadership, and Lessons Learned in Promoting A Culture of Evidence18. Sustaining Critical Practice in Contested Spaces: Teacher Educators Resist Narrowing Definitions of Curriculum19. Generous Scholarship: A Counternarrative for the Region and the Academy20. The Faculty Academy in Review: What, So What, Now What?
• (source: Nielsen Book Data)

This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group-consisting of 28 professors from five regional universities-meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories-including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways.
(source: Nielsen Book Data)

• 1. Introduction: What Happened to Public Schools? Methodology Organization of the Book
• 2. A Brief History of School Governance Change in the United States From Village School to School Board Governance, 1780-1940 The Progressive Era Schooling Regime, 1890-1940 The Black Educational Movement Dissatisfaction with School Board Governance, 1960s and 1970s Conclusion
• 3. DECLINE: The Passage of Proposal A, 1980-1994 The Struggle to Restore School Board Governance: Clashes with the DFT The HOPE Campaign, 1988-1993 The First Assault: Proposal A Conclusion
• 4. DISRUPTION: Mayoral Control of DPS, 1995-2005 Plans for Mayoral Takeover "This is Not Racism" Implementation and Failure Conclusion
• 5. CRISIS AND SEIZURE: Emergency Financial Management, 2006-2014 Prelude to Emergency Financial Management Market-Based Reforms Come to Detroit A Secret Plan: Establishing the Education Achievement Authority Save Michigan's Public Schools Conclusion
• 6. DISMANTLED: Market Governance and the Rise of Betsy DeVos, 2015-2016 The Final Rescue Plan, a System Up for Grabs The Rise of DeVos: A Closer Look Conclusion
• 7. Conclusion: Who Should Govern Public Schools? Market Governance, a Third Governing Pattern Characteristics of Market Governance Implications of Market Governance Conclusion Notes Index About the Author.
• (source: Nielsen Book Data)

Dismantled is an accessible, critical look at the devolution of local power in the Detroit public school system. The author examines the rise of charter schools and other private enterprises, the eclipse of control from local actors to new players and influences, and the invaluable lessons the experience holds for urban school systems nationwide. Kang provides a compelling narrative of this shift in power beginning in the 1980s and leading to the breakup of Detroit Public Schools in 2016, and concludes with a discussion on the implications and dilemmas of regime change. The text looks at such questions as: What happens when local actors no longer have a voice in what happens to their schools? What are the consequences when teachers and administrators cede control to private interests and cease to participate in decisionmaking? What are some ways to redirect public schooling towards democracy in the aftermath of dismantling the Progressive Era system?Book Features: Examines how a series of policies dismantled the Detroit Public Schools, resulting in new educational characteristics such as the marketization and privatization of schooling. Offers an historical perspective on market-based reform, including why and how race and politics serve as barriers to reform. Explains the role and influence of Secretary of Education Betsy DeVos in the Detroit events. Provides a framework from which to envision the next steps for public education in the 21st century.
(source: Nielsen Book Data)

• List of illustrations
• Notes on contributors
• Editors' critical introduction: a taxonomy of leadership identity studies for education
• Eugenie a. samier and Peter milley
• PART I
• Foundational theories and models
• 1 Postcolonial and indigenous critiques of (neo--)colonial hegemony in identity formation: theoretical implications for educational administration and leadership
• eugenie A. Samier and peter milley
• 2 Authenticity and leadership identity formation: the rhetoric of transformational leadership metaphors in UK post--compulsory education
• jill jameson
• 3 A feminist poststructuralist analysis of discourses invoked in the construction of women's leadership identities in higher education
• karen jones
• 4 Language, identity, and education: a sociolinguistic perspective
• yasmin yildiz
• PART II
• Teaching and research issues
• 5 The indigenous achievement agenda and identity politics in university administration: navigating faculty recruitment in an era of institutional change
• frank deer
• 6 An intersectional model for student identity possibilities: strategic approaches from within university educational leadership
• read diket
• 7 Leadership identity formation and expression through a university mentoring relationship: a reflective dialogue
• Duncan waite and sascha betts
• PART III
• Contemporary issues and cases internationally
• 8 Cultural identity and fear: the case of ultra--orthodox Jewish teachers in primary education
• izhar oplatka and chajim erlanger
• 9 Constructing modern women's leadership identities in the Arabian Gulf: synthesising roles from culture, tradition and modernisation
• eugenie a. samier and amal al-qallaf
• 10 Digitalising Italian school leadership: the national plan for digital schools
• Danilo Taglietti
• 11 Physicians and academic leadership: key considerations from a social identity perspective
• lulu alwazzan
• 12 Young Emirati women's leadership identity formation: challenges in constructing leadership identity without losing national and cultural identity
• shamma al naqbi and eugenie a. samier
• Index
• .
• (source: Nielsen Book Data)

Educational Administration and Leadership Identity Formation explores approaches and issues that arise in leadership identity formation in a variety of educational contexts. Bringing together a range of national and international contributions, this volume provides a global perspective on this multi-dimensional topic. This book examines the theoretical foundations relevant to identity and identity formation, and their implications for researching and teaching in educational administration and leadership. It includes a range of sociological, psychological, political, cultural, and socio--linguistic approaches to examining leadership identity formation. It also addresses models, practices and experiences that vary according to identity politics, cultural difference, and historical and contemporary privilege in leadership identity formation. Working from theoretical and practice-base perspectives, this book will be of great interest for researchers, practitioners, policy-makers and academics, as well as students in teacher education programs and graduate courses in educational administration and leadership, organisational studies, and educational ethics for broad international use.
(source: Nielsen Book Data)

• Cover
• Contents
• Prologue
• Preface
• Acknowledgments
• Chapter 1. Introduction: Recapturing the Essence of Schools
• The Fork in the Road
• Whipping American Public Schools with External Control
• Being Real
• Recapturing the Goal of American Public Schools
• A Reframing of the Work
• Ordinary Good People Doing Extraordinary Good Work
• PART I: A RENEWED FRAMEWORK FOR DEMOCRATIZING SCHOOLS FROM THE INSIDE OUT
• Chapter 2. The Promise: Establishing Common Principles of Teaching and Learning
• Schools as Successful Organizations
• Traditions of (Mis)Education

• Existing Conditions as a Forum for Discussion: Types of Schools
• Developing the Promise
• Principles of Learning
• What to Do with the Promise
• Chapter 3. The Pledge: Creating a Commitment to Make Decisions as a Community
• Developing a Decisionmaking Process
• Guiding Rules of Decisionmaking
• Locus of Control
• Factors Impacting Democracy in Schools
• The Ideal Governing Rules
• Navigating Between Ideal and Reality
• What Type of Governance?
• Representative, Direct, and Hybrid Governance
• Why Do This?
• If Not Us, Then Whom?
• Focus on Governance

• A Final Note About Formality and Procedures
• Chapter 4. Problem Solving: Community-Based Action Research to Drive Student Learning
• The Critical Self-Study Process
• Raising Community-Based Questions to Drive Action Research
• Data Sources for Self-Study
• An American Tendency: Action Without Study
• Infusion of Information
• Ways to Gather Information
• Giving Voice
• PART II: THE WORK OF SCHOOL RENEWAL
• Chapter 5. Educational Priorities and Organizational Application
• Curriculum Development and Implementation
• Staff Professional Development
• Instructional Coaching

• Student Assessment and Outcomes
• Instructional Resources
• Implementing New Practices
• Stages of Concern
• Blurring of Tasks
• Departmental and Grade-Level Plans
• Chapter 6. Becoming an Educative Community
• Change and the Shadows of Our Own Caves
• Understanding (De)Motivating Factors: Approaches to School Change
• Developmental Needs
• Sociocultural Differences
• Getting Started
• The Need to Identify and Act on Inequity
• Chapter 7. Dealing with Tough Questions of Practice
• With Freedom Comes Responsibility
• Moral Authority
• Not Imposed Formal Authority

• Diversification vs. Competition
• The Ability of a Principal to Mobilize
• Opportunities to Engage the Larger Community
• Why Opportunities Are at the Heart of Renewing American Schools
• The Continuum of Renewal
• Chapter 8. Supporting School Renewal: Important Signals from the District
• The Politics of a School Board and District Personnel
• Opportunities to Empower
• An Age-Old Issue: Equality vs. Equity
• Democratic Use of Economic Principles
• Developing a District Plan for School Renewal
• Fade Away or Facilitation?
• Issues in Developing District Policies

What can today's educational leaders do to create schools that are purposeful, moral, and successful? In this book, Glickman and Mette provide a powerful set of guidelines that will lead to true school renewal. Using a practical framework for school, district, and community leaders, their roadmap replaces dependence on top-down state and federal regulations, focusing instead on the creation of locally guided initiatives to address local goals. Filled with real-world examples, charts, and illustrations, the text gives teachers, principals, students, parents, central office personnel, school boards, and community members exactly what is needed to remake their schools. Building on Glickman's highly acclaimed classic, Renewing America's Schools (1993), this resource is must-reading for anyone involved with school change in today's divisive and complex times. Book Features: Uses whole-school and classroom applications to explain how to implement the authors' three-part framework for school success. Written in a clear, friendly, and accessible style. Demonstrates in detail how purposeful schools can gain greater autonomy from strict external regulations. Builds on its bestselling predecessor, Renewing America's Schools, to infuse democratic purpose and practices throughout a school.
(source: Nielsen Book Data)

• Introduction
• 1 Attacking Inequities in Postsecondary Opportunities
• 2 Supporting Improvement Through an Analytic Hub
• 3 Becoming a Learning Organization
• 4 Infusing Improvement into a Charter Network
• 5 Advancing Instructional Improvement
• 6 Transforming a School District
• 7 Charting Paths Forward Notes Acknowledgments About the Author About the Contributing Authors Index.
• (source: Nielsen Book Data)

Improvement in Action, Anthony S. Bryk's sequel to Learning to Improve, illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country. The organizations featured in the book have addressed, with remarkable results, long-standing inequitable educational outcomes in high school graduation rates, college readiness, and absenteeism. The cases emphasize the measures the educators took and the thinking that motivated their actions. Bryk describes how improvers, working in different contexts and confronting different problems, used select principles, tools, and methods to make improvement come to life. Brief analytic reflections are embedded throughout the narratives, and each chapter concludes with an analysis of a set of larger lessons illuminated by the organization's story. Taken as a set, these examples offer readers valuable insights about the actual dynamics of doing improvement work. Improvement in Action, paired with Learning to Improve, provides readers with a comprehensive understanding of the practice, method, and theory of large-scale continuous improvement in education.
(source: Nielsen Book Data)

• Preface to the Second Edition ix
• 1. Making Complexity Work 1
• 2. Moral Purpose 19
• 3. Nuance: Understanding Change 41
• 4. Relationships, Relationships, Relationships 63
• 5. Knowledge Building and Deep Learning 91
• 6. Coherence Making 117
• 7. Leadership for Change 135 References 155 About the Author 163 Acknowledgments 165 Index 167.
• (source: Nielsen Book Data)

The new edition of the best-selling guide for powerful, morally-grounded change leadership in any organization. Change is an inevitable, essential part of the modern world. Change prevents stagnation, fosters creative solutions, and propels innovation. With change comes challenges: to survive and prosper, organizations need to adapt to shifting market dynamics, volatility in the public arena, disruptions brought on by new technologies, and many more. Leaders need to understand the dynamics of change to cope with the complexities of the change process. Leading in a Culture of Change describes the key dimensions of leadership that are crucial in times of change. This innovative guide helps readers master the five components of change leadership-moral purpose, understanding change, building relationships, creating and sharing knowledge, and creating coherence-and mobilize others to accomplish shared goals in often difficult conditions. Extensively revised and updated throughout, this market-leading book continues to help leaders from across sectors understand the dynamics of change and navigate the end-to-end change process. The second edition is now thoroughly grounded in the various forms and interpretations of successful change and includes more precise definitions of the core competencies of change, contemporary case studies of their development and practical application, and increased guidance on their effective use through new concrete examples. Combining knowledge from the worlds of education and business, this unique book will help you: Integrate proven, time-tested methods of education reform and the most current insights in leadership and organizational change Develop and implement positive, sustained systematic change strategies in any organization Increase performance, optimize learning, and improve leadership Understand the key principles of leading change through specific, real-world examples Embrace a morally-grounded process of effective organizational change Leading in a Culture of Change is an indispensable source of information for leaders in business, non-profit, and public sectors seeking to understand, influence, and lead the change process.
(source: Nielsen Book Data)

• Part 1: Introduction
• 1.Leadership for Linguistically and Culturally Diverse Schools in the Era of Transnationalism ; Jon C. Veenis
• Part 2: Exploring Educational Theory in Practice
• 2. Moral Leaders for Multicultural Britain: The Lives and Identities of UK South Asian Head Teachers; Lauri Johnson
• 3. A Bourdesian Approach to Educational Leadership in Culturally Diverse Schools; Peter Moyi, Rose Ylimaki, Suzy Hardie and Jintong Dou
• 4. Critical Moral Leadership: Toward Social Justice for English Learners; Gregory Wise and Charles L. Slater
• Part 3: Case Studies from Diverse Contexts
• 5. How School Leaders Leverage Resources for Social Justice, Equity and Access to Secondary Schooling in Belize: Implications for an Island Community; Lorenda Chisolm
• 6. Educational Leaders Building Relationships and Respecting and Affirming Indigenous Identity; Joseph Martin, Jon Reyhner, Richard Manning, Josephine Steeves , and Larry Steeves
• 7. Leading in a Diverse Context: A Principal's Efforts to Create an Inclusive Elementary School for Refugee Students; Nathern S. A. Okilwa
• Part 4: Preparation for Teaching and Leading in Diverse Contexts
• 8. Educating Against the Grain: A West Texas Teacher Preparation Program Champions Radical Reform; Faith Maina and Amani Zaier
• 9. Talking the Talk and Walking the Walk: Students' Experiences in Two Programs to Prepare Leaders for Predominantly Latino Schools; Betty Merchant, Encarnacion Garza, Jr., Juan Manual Niño, Karina Vielma, and Hugo Saucedo
• Part 5: Implications of Research Findings for Policy and Practice
• 10. Intercultural Competencies of New Principals: Tackling Challenges Related to Leading a Culturally and Linguistically Diverse School; Anne Julia Köster
• 11. Language-in-Education Policies in a New Immigration Country: Enabling and Disabling Local Leadership in a Multilingual School in Italy; Carla Paciotto, Enrico Castelli Gattinara, and Daniella Mainardi
• Part 6: Conclusion
• 12. Components of Linguistically and Culturally Responsive School Leadership; Jami Berry, Sylvia Robertson, and Melanie Brooks
• Epilogue: A Metaphoric Approach to Leading Diversity in Schools; Ross Notman

• 1. Introduction and Setting the Scene, Pontso Moorosi
• 2. A Historical Analysis of Educational Leadership Preparation and Development in Botswana, Nkobi Owen Pansiri and Shadreck Majwabe
• 3. Experiences of School Leadership Preparation and Development in Lesotho, Pontso Moorosi and Moikabi Komiti
• 4. An Analysis of School Leadership Preparation and Development in Namibia Using Career Socialisation Theory, Carolyn (Callie) Grant
• 5. Leadership Preparation and Development for Principals in South African Public Schools, Raj Mestry
• 6. Framing the Context of School Leadership Preparation and Development in Kenya, Janet Okoko
• 7. School Leadership Preparation in Tanzania, Mohammed Abdalla, Mweru Mwingi, Nicholas Wachira, Janet Okoko, and Charles F. Webber
• 8. Leadership and Management Preparation and Development of School Leaders in Cameroon, Fred Ebot-Ashu
• 9. A Focus on Craft Knowledge in the Preparation of School Heads in Ghana, Michael Amakyi and Alfred Ampah-Mensah
• 10. A Review ofPreparation and Development of School Leaders in Nigeria, Raphael Imoni
• 11. How Does Africa Compare to the Rest of the World?, Tony Bush Index.
• (source: Nielsen Book Data)

The book is based on African research and reviews on school leadership preparation and development, taking stock of where the field is in this geographical region and what lies ahead. The exclusive focus on sub-Saharan African countries is driven by the desire to foreground African experiences, highlighting gaps and asking critical questions about contextually relevant models of leadership that can drive towards improved educational outcomes for African children. The countries explored include Botswana, Cameroon, Ghana, Kenya, Lesotho, Namibia, Nigeria, South Africa and Tanzania. Written by a collective of seasoned researchers with extensive experience in the field and on the continent, this volume is timely, as the field is in need of serious political attention. For these reasons, the book is an important resource for policy-makers, school leaders and other practitioners, students, educators of school leadership preparation programmes as well as researchers in the field on the continent and the diaspora.
(source: Nielsen Book Data)

• Introduction: laying the foundation
• Chapter 1: A System's Approach
• Chapter 2: Curriculum Alignment
• Chapter 3: Alignment of Assessments
• Chapter 4: Instructional Alignment
• Chapter 5: Using Data to Inform Instruction
• Chapter 6: Focused Remediation
• Chapter 7: Professional Development
• Chapter 8: New Teacher Supports
• Chapter 9: Teacher Leadership
• Conclusions.
• (source: Nielsen Book Data)

In Putting the Pieces Together: A Systems Approach to School Leadership, the author addresses the need for systems planning in school administration in an effort to assist principals and district leadership in the face of changing demands. In doing so, this describes the first two of the four major systems needed for effective school leadership: Curriculum and Instruction and Teacher Support Systems. This book will not only outline these systems and all of their component parts but will provide a "how to" approach to develop each system. In addition, a system for progress monitoring will be described and explained. Materials, such as forms, will be provided throughout as well as questions at the end of each chapter for reflection and planning. Creating these systems not only makes a principal's job more manageable, thus preventing burnout, but also helps to put the focus where it belongs. Aspiring leaders, sitting principals and district officials will benefit from this system design in order to maximize effectiveness, teacher satisfaction, and student achievement.
(source: Nielsen Book Data)

• Introduction
• 1. Stand Tall Leaders Should Not Blend In Hide and Seek Blend In
• 2. Stand Tall Leaders Have Influence Influence Integrity Compliance vs Commitment
• 3. Stand Tall Leaders Get Results Results Formula Don't Let a Good Crisis Go to Waste Get It When You Don't Get It Internal Branding
• 4. Stand Tall Leaders Value Relationships Expectations Reasons to NOT Recognize I Just Can't Help You
• 5. Stand Tall leaders Make Strategic, Smart, and Creative Decisions What Is Climate? What Is Culture? Decisions Get Over it Power of Now Efficiency vs Effectiveness
• 6. Stand Tall Leaders Take Action B.A.D.D. A.S.S. One Action
• 7. Stand Tall Leaders Use Their Voice Stand Tall Speaking Parent Phone Communication Uncomfortable Silence
• 8. Stand Tall Leaders are Reflective Hold On a Second Stand Tall PD Stand Tall Educational Conference Action Plan Stand Tall Words of Power Three Sides of Leadership Growth Be a Finisher About the Author Acknowledgments Index.
• (source: Nielsen Book Data)

Stand out like you're 7 feet tall - how to think and act differently as a K-12 leader Tall people stand out in a crowd. Tall people think and act differently: people like author Steven Bollar. He has spent his career as a principal and administrator creating school cultures that make students excited to learn and achieve their goals. In Stand Tall Leadership, Steven shows you that it doesn't matter what your natural height really is-you can stand tall in everything you do by thinking and acting differently from those around you. Designed for K-12 leaders, this unique and engaging book helps you overcome challenges in your school, manage effectively, inspire your staff, build strong relationships, communicate clearly, and much more. The Stand Tall Leadership philosophy is all about creating the best possible environment at your school. Strong leadership skills are essential for making better decisions, maintaining your focus and priority, and maximizing outcomes with students, staff, parents, and the entire community. The principles and techniques in this book will strengthen your own leadership skills and assist you in developing effective leaders within your school. Providing hands-on tools and real-world guidance, this valuable resource will help you: Connect with staff, understand their needs, and set them up for success Keep your best employees and leaders right where they are, not chasing other opportunities Assessyour leadership skills and make immediate, meaningful improvements Maintain focus in any situation to increase productivity and get outstanding results Repair damaged relationships that slow down progress and impede success Stand Tall Leadership: Stand Tall to Think Differently and Lead Successfully is a must-read for all K-12 leaders and administrators, as well as K-12 educators looking to develop their leadership skills.
(source: Nielsen Book Data)

For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts. Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving "Lakeside, " a predominately working class, conservative community and the other serving "Fairview, " a more affluent, liberal community. Erica O. Turner looks at district leaders' adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner's findings demonstrate that, despite their intentions to promote "diversity" or eliminate "achievement gaps, " district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism. While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders' best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.
(source: Nielsen Book Data)

For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts. Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving "Lakeside, " a predominately working class, conservative community and the other serving "Fairview, " a more affluent, liberal community. Erica O. Turner looks at district leaders' adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner's findings demonstrate that, despite their intentions to promote "diversity" or eliminate "achievement gaps, " district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism. While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders' best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.
(source: Nielsen Book Data)